PAT Listening Comprehension - waikanae.school.nz filepg. 2 Waikanae School Analysis of the NZCER Listening Progress and Achievement Test for Term 1 2019 About this Assessment Comparisons

Waikanae School

An Analysis of Student Progress and Achievement for 2019

PAT Listening Comprehension

Student Achievement Results analysed by…

Comparisons to National Norms using Stanines

Progress Measures to expectation for Age Group Cohorts and Target Cohorts using Scaled Score

Progress Measures using Equivalent End of Year Performances for Years 3,4,5,6,7 and 8 using Scaled Score Expectation

pg. 2 Waikanae School Analysis of the NZCER Listening Progress and Achievement Test for Term 1 2019

About this Assessment

Comparisons to National Norms using Stanines (pages 4-10)

A PAT Listening Comprehension stanine score enables a student’s achievement to be compared nationally. A stanine score gives both teachers and parents the ability to

compare individual student performance and cohort performance within Waikanae School to what equates to a ‘national’ benchmark.

It is very important to note that stanines and their associated scaled scores have been ‘normed’ to fit the ‘Bell Curve of Normal Distribution’. This means that half of the

students assessed should be below the median score while half should be above.

It is also very important to note that stanines are not standards!

Progress Measures to Expectation for Age Group Cohorts and Target Cohorts using Scaled Score (pages 11-13 and 20-22)

Each students ‘raw score’ result is normed and then converted into a ‘scaled score’. The scaled score enables us to compare achievement and progress of individual

students of differing ages, cohorts and schools against one another and then compare their relative achievement and progress. We can then analyse and compare

achievement and progress of cohorts of students against both the national expectation as well as other cohorts of interest within our school.

Importantly, in order for a ‘progress’ comparison to be made, students must have undertaken the assessment twice (in differing years) thus enabling a differential to be

calculated.

Progress Measures using Equivalent Year Group (EYG) Years 3-8 Scaled Score Expectations (pages 14-19)

NZCER have now provided schools with an expected rate of progress from one year to the next as well as expected scaled score performances for each year group. These

cuts give us an Equivalent Year Group Performance for each scaled score. This is an excellent way to see the progress of one cohort over a 12 month (or longer) period

General

This test became available in its current form to schools in 2010. It assesses a student’s listening comprehension ability (understanding pieces of taped text

that are pre-recorded). It is a useful assessment tool in that it enables us to identify students who perform well in oral situations but poorly in written

situations. We look for a disparity between this test and the other tests (STAR, PAT Reading Comprehension and Reading Vocabulary). Students with a

range of stanine scores are often students with average to above average intelligence but who may have difficulties with reading or writing. As a result, this

test helps teachers to identify students who may need targeted teaching and learning e.g. Specialised Group Work, Rainbow Reading, Extension/Remedial

Programmes, SPELD tutoring etc.


2019 PAT Listening Comprehension Achievement Summary

1. Overall performance across the school is well above national norms. We have 73% of our students at or above Stanine 5. This performance is 13% above expectation.

2. In comparison to national norms, our ‘tail’ is small. The tail being the 13% students with a stanine of 1, 2, or 3 (Norm= 23%). This performance is 10 percentage points better than

the expectation.

3. Maori Performance is above the national norms but is below the performance of the NZ European cohort. We have 62% of our Maori students at or above stanine 5 while NZ

European have 78%. (norm = 60%). This means that our Pakeha students are performing a lot better than their Maori peers, (by 16% points). A pleasing outcome of this assessment is

that Maori achievement has lifted from 53% to 62% at or above stanine 5, an improvement of 9% points from 2018.

4. Pacific Peoples are also just above national norms with 61% of students at or above Stanine 5 (norm =60%) This performance is an 11% improvement of their 2018 result.

It is important to note that this group contains only 18 students or 5% of the test population.

5. Gender Performance: There is no noticeable difference in performance between the genders.

6. Over Time Performance: There was substantial drop for all cohorts in 2018. This drop reversed in 2019, with all cohorts moving upward by at least 9% points.

7. The rates of progress as measured by Scale Score show that Maori and NZ European are very similar while Pacific Peoples went backwards and regressed with -35.7% to

expectation. There is clearly an ethnic achievement deficit for Pacific Peoples when measuring progress for the 12 month to March 2019. Maori have progressed by (3.57patl) and NZ

European progressed by (3.31patl), while Pacific Peoples regressed by (-1.05patl)

8. There is a wide variation in the progress made by the Reading and Writing Target Groups. The reading target group only progressed 12.4% to expectation while and writing

target group progressed 155% to expectation. This variation is curious and I am unsure as to why this has occurred.

Reading Target Group

a. Nineteen students undertook both assessments in (PATs in March 2018 and March 2019). Of this group the following statements can be made

i. Six Students have made accelerated progress

ii. All six of these students made accelerated progress at more than a rate of 150% (18 months’ progress in 12 calendar months)

iii. Nine students regressed

iv. Six of these nine students were also the writing target students who regressed

Writing Target Group

a. Forty students undertook both assessments in (PATs in March 2018 and March 2019). Of this group the following statements can be made

i. 24 Students have made accelerated progress

ii. All 24 of these students made progress at more than a rate of 150% (18 months’ progress in 12 calendar months)

iii. Eleven students regressed and six of these students were in the reading target group that regressed.


Stanine 1 Stanine 2 Stanine 3 Stanine 4 Stanine 5 Stanine 6 Stanine 7 Stanine 8 Stanine 9

Norm 4% 7% 12% 17% 20% 17% 12% 7% 4%

Performance 1% 4% 8% 14% 27% 18% 16% 8% 4%

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PAT Listening Comprehension by AllMarch 2019 Stanines in Comparison to National Norms


Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 All

Norm 60% 60% 60% 60% 60% 60% 60%

Performance 65% 68% 72% 87% 73% 76% 73%

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PAT Listening Comprehension by Year GroupMarch 2019 Comparison to National Norms

Percentage of Students at or Above Stanine 5


Asian Maori MELAA NZ Euro Other Euro Pacific Peoples All

Norm 60% 60% 60% 60% 60% 60% 60%

Performance 64% 62% 63% 78% 56% 61% 73%

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PAT Listening Comprehension by EthnicityMarch 2019 Comparison to National Norms




Norm 4% 7% 12% 17% 20% 17% 12% 7% 4%

Performance 4% 8% 8% 19% 27% 12% 12% 10% 2%

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PAT Listening Comprehension for MaoriMarch 2019 Stanines in Comparison to National Norms



Norm 4% 7% 12% 17% 20% 17% 12% 7% 4%

Performance 6% 0% 17% 17% 28% 11% 17% 0% 6%

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PAT Listening Comprehension for Pacific PeoplesMarch 2019 Stanines in Comparison to National Norms



Norm 4% 7% 12% 17% 20% 17% 12% 7% 4%

Performance Girls 2% 3% 7% 15% 29% 19% 14% 7% 4%

Performance Boys 1% 5% 9% 13% 24% 18% 19% 8% 4%

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PAT Listening Comprehension by GenderMarch 2019 Stanines in Comparison to National Norms


2012 2013 2014 2015 2016 2017 2018 2019

Norm 60% 60% 60% 60% 60% 60% 60% 60%

All 75% 81% 78% 74% 71% 74% 68% 73%

Maori 75% 76% 57% 64% 62% 65% 53% 62%

Pacific Peoples 30% 64% 45% 33% 43% 56% 50% 61%

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PAT Listening Comprehension Over Time2012, 2013, 2014, 2015, 2016, 2017, 2018 and 2019 Comparison to National Norms



Year 4 Year 5 Year 6 Year 7 Year 8

2018 47.04 56.36 54.53 56.89 61.03

2019 53.51 56.59 60.92 57.27 63.26

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PAT Listening Comprehension Year Group Progress 2018 v 2019 Progress Measure 1

Averaged Scale Score Comparisons.



Expectation 3 1.8 2.3 1.7 2.4

2018 to 2019 6.47 0.23 6.39 0.38 2.23

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PAT Listening Comprehension Year group Progress to Expectation 2018 v 2019 Progress Measure 2

A measure of progress made in 12 months by averaged Scale Score.



Expectation 100% 100% 100% 100% 100%

2018 to 2019 215.7% 12.8% 277.8% 22.4% 92.9%

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PAT Listening Comprehension Year Group Progress to Expectation 2018 v 2019 Progress Measure 3

A measure of progress made in 12 months by percentage of expectation.


EYG 2 and Below EYG 3 and Below Year 4 EYG 5 EYG 6 EYG 7 EYG 8 EYG 9 EYG 10 and above

2018 5% 7% 7% 5% 5% 14% 19% 9% 30%

2019 5% 5% 5% 5% 5% 15% 15% 7% 39%

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PAT Listening Comprehension Year 8 Cohort 2019Comparisons to the Equivalent Year Group Year Performance in 2018 and 2019



2018 28% 5% 5% 2% 14% 2% 16% 5% 23%

2019 8% 17% 0% 4% 4% 25% 12% 6% 25%

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2018 22% 7% 2% 20% 11% 9% 20% 0% 11%

2019 10% 0% 4% 4% 13% 6% 29% 8% 27%

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2018 27% 8% 4% 4% 6% 8% 27% 2% 15%

2019 25% 6% 13% 6% 9% 9% 8% 6% 19%

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2018 55% 8% 3% 8% 6% 8% 5% 5% 3%

2019 32% 11% 12% 12% 2% 6% 11% 6% 9%

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2019 54% 9% 2% 11% 9% 6% 5% 3% 2%

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PAT Listening Comprehension Year 3 Cohort 2019Comparisons to the Equivalent Year Group Year Performance in 2019


NZ Euro Maori Target Pacific Peoples Target Reading Target Writing Target

2018 55.09 52.07 48.46 50.73 51.58

2019 58.4 55.64 47.41 51.14 56.71

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PAT Listening Comprehension Progress 2018 v 2019 Progress Measure 1

Averaged Scale Score Comparisons for NZ European/Pakeha Cohort V Target Cohorts



2018 3.31 3.57 -1.05 0.41 5.13

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A measure of progress made in 12 months by averaged Scale Score. Comparisons for NZ European/Pakeha Cohort V Target Cohorts



2018 100.0% 107.9% -31.7% 12.4% 155.0%

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A measure of progress made in 12 months by percentage of expectation. Comparisons of NZ European/Pakeha Cohort to Target Cohorts

Documents

PAT Listening Comprehension - waikanae.school.nz filepg. 2 Waikanae School Analysis of the NZCER Listening Progress and Achievement Test for Term 1 2019 About this Assessment Comparisons